A Meta-Synthesis for the Effective Teaching of Controversial Issues in the Social Studies Course

Yağmur Bahar; Nilay Bumen

Makale detayları

A Meta-Synthesis for the Effective Teaching of Controversial Issues in the Social Studies Course

Yazarlar:

Yağmur Bahar | Nilay Bumen

Yayıncı:

Inonu University

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1829-1864

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001308860

pISSN:

1300-2899

Anahtar kelimeler:

Özet:

 In this study, it is aimed to put forward an original synthesis regarding the effective teaching of controversial issues, distilled from qualitative research and that will overcome Turkeys problems related to the topic. Qualitative studies from various databases were searched according to specific inclusion criteria; after examining the qualification of these, eight studies were included in the analysis. Primary themes were reached with the findings of the selected studies, and secondary themes emerged through a systematic comparison of these. A synthesis was explored by examining and discussing the relations between themes and categories. The findings revealed that social studies teachers often preferred exclusive partiality and committed impartiality in teaching controversial subjects, and these positions were formed according to their personal characteristics and ideologies. In the teaching of controversial subjects, technical diversity is not provided except for lecture and question-answer, and there are obstacles such as refraining from legal sanctions, inadequacy in discussion and communication skills, and having a condensed curriculum content. As a final synthesis, it has been proposed to revise curricula and curricular resources, make legislative changes that expand academic freedom and cooperation between institutions, and support teachers discussion and communication skills as well as pedagogical content knowledge for teaching controversial issues.

 In this study, it is aimed to put forward an original synthesis regarding the effective teaching of controversial issues, distilled from qualitative research and that will overcome Turkeys problems related to the topic. Qualitative studies from various databases were searched according to specific inclusion criteria; after examining the qualification of these, eight studies were included in the analysis. Primary themes were reached with the findings of the selected studies, and secondary themes emerged through a systematic comparison of these. A synthesis was explored by examining and discussing the relations between themes and categories. The findings revealed that social studies teachers often preferred exclusive partiality and committed impartiality in teaching controversial subjects, and these positions were formed according to their personal characteristics and ideologies. In the teaching of controversial subjects, technical diversity is not provided except for lecture and question-answer, and there are obstacles such as refraining from legal sanctions, inadequacy in discussion and communication skills, and having a condensed curriculum content. As a final synthesis, it has been proposed to revise curricula and curricular resources, make legislative changes that expand academic freedom and cooperation between institutions, and support teachers discussion and communication skills as well as pedagogical content knowledge for teaching controversial issues.

 In this study, it is aimed to put forward an original synthesis regarding the effective teaching of controversial issues, distilled from qualitative research and that will overcome Turkeys problems related to the topic. Qualitative studies from various databases were searched according to specific inclusion criteria; after examining the qualification of these, eight studies were included in the analysis. Primary themes were reached with the findings of the selected studies, and secondary themes emerged through a systematic comparison of these. A synthesis was explored by examining and discussing the relations between themes and categories. The findings revealed that social studies teachers often preferred exclusive partiality and committed impartiality in teaching controversial subjects, and these positions were formed according to their personal characteristics and ideologies. In the teaching of controversial subjects, technical diversity is not provided except for lecture and question-answer, and there are obstacles such as refraining from legal sanctions, inadequacy in discussion and communication skills, and having a condensed curriculum content. As a final synthesis, it has been proposed to revise curricula and curricular resources, make legislative changes that expand academic freedom and cooperation between institutions, and support teachers discussion and communication skills as well as pedagogical content knowledge for teaching controversial issues.

 Bu çalışmada tartışmalı konuların etkili öğretimine ilişkin olarak, nitel araştırmalardan damıtılan ve Türkiyenin konu ile ilgili sorunlarına çözüm getirecek özgün bir sentez ortaya koymak amaçlanmıştır. Çeşitli veri tabanlarından elde edilen nitel çalışmalar, belirli dâhil etme ölçütlerine göre elenmiş; ölçütleri karşılayan çalışmaların niteliği incelendikten sonra sekiz çalışma analize dâhil edilmiştir. Çalışmaların bulguları kullanılarak birincil temalara; bunların sistematik karşılaştırılmasıyla ikincil temalara, tema ve kategoriler arasındaki ilişkilerin incelenip tartışılmasıyla senteze ulaşılmıştır. Sosyal bilgiler öğretmenlerinin tartışmalı konuların öğretiminde sıklıkla mutlak taraflılık ve kararlı taraflılık pozisyonlarını tercih ettiği, bu pozisyonların kişisel özellikleri ve ideolojilerine göre şekillendiği belirlenmiştir. Tartışmalı konuların öğretiminde anlatım ve soru-cevap dışında teknik çeşitliliği sağlanamadığı; yasal yaptırımlardan çekinme, tartışma ve iletişim becerilerinde yetersizlik ve program içeriğinin yoğunluğu gibi engeller olduğu sonucuna ulaşılmıştır. Nihai sentez olarak; öğretim programları ve program kaynaklarının yeniden düzenlenmesi, akademik özgürlüğü genişleten mevzuat değişiklikleri ve kurumlar arası iş birliği yapılması, öğretmenlerin hem tartışma ve iletişim becerilerinin hem de tartışmalı konuların öğretimine yönelik pedagojik alan bilgisinin desteklenmesi önerilmiştir.

Makale detayları

A Meta-Synthesis for the Effective Teaching of Controversial Issues in the Social Studies Course

Yazarlar:

Yağmur Bahar | Nilay Bumen

Yayıncı:

Inonu University

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1829-1864

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001308860

pISSN:

1300-2899

controversial issues

social studies teaching

social studies curriculatartışmalı konular

ihtilaflı konular

hassas konular

sosyal bilgiler öğretimi

sosyal bilgiler öğretim programı

controversial issues

social studies teaching

social studies curricula

Sayı

Makale detayları

Yazarlar: Yağmur Bahar | Nilay Bumen

Yayıncı: Inonu University

Dergi: İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1829-1864

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001308860

pISSN: 1300-2899

Sayı

Yazarlar:

Yağmur Bahar | Nilay Bumen

Yayıncı:

Inonu University

Dergi:

İnönü Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1829-1864

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001308860

pISSN:

1300-2899